Keynote Speakers
Prof. Fuan Wen, Beijing University of Posts and Telecommunications, China
文福安教授，北京邮电大学，国家级电子信息虚拟仿真实验教学中心副主任，中国
Research Area: Networking and intelligence of education and teaching
研究领域：教育教学网络化与智能化
Title: Construction of Virtual Reality Teaching Environment and Future Education
Abstract:
The virtual reality teaching environment is a digital multi-dimensional teaching space with intuitive, realistic, interactive and deductive characteristics constructed by a variety of virtual reality equipment. It has high application value in the teaching, training, assessment and other links of education. Firstly, I will explain the main concepts, teaching scenarios, specific functions, types of teaching environment, required equipment, platforms, resources, and functional characteristics based on the current status of the virtual reality teaching environment. Then look forward to the future development trend, teaching goals and expected effects of the virtual reality teaching environment. Finally, the future education environment, teaching characteristics and application methods constructed by digital twins and meta-universe are developed to provide a reference for future education innovation.
Prof. Xinguo Yu, National Engineering Research Center for E-Learning, Central China Normal University, China
余新国教授，华中师范大学，华师伍伦贡联合研究院，中国
Research Area: Education Human-Computer Interaction; Intelligent Education System; Educational Robot
研究领域：教育人机交互； 智能教育系统； 教育机器人
Title: A Brief Introduction to Artificial Intelligent in Research and Education
Abstract:
Artificial Intelligent has been reforming research and education. This talk first introduces the general concepts and principles that AI reforms research and education. Then it discusses the typical technologies, the typical scenarios, the some examples. Finally, it discusses the future development of the area.
A. Prof. Bo Liu, Department of Information Technology in Education at South China Normal University, China
刘博副教授，华南师范大学，中国
Research Area: Educational data analysis, computer-assisted teaching, CSCL, education big data mining
研究领域：教育数据分析、计算机辅助教学、CSCL、教育大数据挖掘
Title: The study on the factors Influencing technology acceptance of Danmaku Video for pre-service teachers in online education
Abstract:
The applying of danmaku video provides a new way of real-time interactivities in online learning. Under the guidance of the UTAUT model, this study takes pre-service teachers as the research object to explore the factors influencing pre-service teachers’ acceptance of danmaku Video in Online Education. For the data analysis, firstly, we analyzed the acceptance and influence of pre-service teachers on the application of danmaku video education, then we explored the impact of gender, grade, and lastly used experience of vide on pre-service teachers’ perception levels at all levels. Above all there is a moderating effect on the influence of the danmaku usage habits of pre-service teachers in grades on the acceptance of danmaku video education applications. From the perspective of teacher acceptance, we try to provide inspiration for the introduction of danmaku video into the education field.
A. Prof. Qiang Yang, Jiangxi Normal University, China
杨强副教授，江西师范大学，中国
Research Area: Undergraduate studies, employment and entrepreneurship
研究领域：本科学习、就业和创业
Title: A Research on the Regularity of Learning Process of the Undergraduates in China
Abstract:
The research on regularity of the undergraduate learning process is important for the undertaking and improving of education quality. This thesis probes deeply into the regularity and the problems existing in all kinds of Chinese undergraduate learning processes. Firstly ,with the method of path analysis, it finds out the regularity in the undergraduate learning process. The various learning phases are related and influential. The influence between the different learning phases is in inverse proportion to the length of the interval, and the influence between consecutive phases is larger than the non-consecutive phases. Secondly,by analysis of mediating effect, it infers that the eight factors in the learning process (preparation phase) not only directly influence the learning outcomes among undergraduates, but also indirectly influence them by learning approach (mediating effect). Learning approach is as mediator on the relation between any one of the eight factors and academic performance, and mediating effect produced by learning approach all reaches over 26% and even as high as 66.9%. This reveals that learning approach (mediator) is exceptionally important to undergraduate learning outcomes, and is at an indispensable position during undergraduate learning process.Finally, the thesis puts eight factors together that are main factors of students, the dominant factor of teachers and the environment factors to consider the effect to undergraduate performance on the basis of learning approach (mediator) under control. By regression analysis, the effect from high to low is learning ability, prior knowledge, teaching, learning assessment, teacher-student relationship, academic atmosphere, learning facilities and learning beliefs for undergraduates. This varies with the changing of different categories undergraduates.
